International Journal of Management Education最新文献

{"title":"Cognitive strain and performance reflection: Unpacking Financial Management-induced test anxiety across educational programmes, age, and gender","authors":"Prince Yeboah Asare","doi":"10.1016/j.ijme.2025.101162","DOIUrl":"10.1016/j.ijme.2025.101162","url":null,"abstract":"<div><div>Test anxiety is prevalent in undergraduate business studies, depleting students' cognitive and emotional resources and hindering academic, personal and professional success. This issue appears more pronounced in developing countries, where Financial Management courses pose significant challenges for business students. This study explored specific test anxiety factors related to a Financial Management course and their influence on business students’ academic performance. It also profiled students based on anxiety levels and demographics. Exploratory and confirmatory factor analyses identified Pre-Exam Focus and Recall Anxiety (PEFRA) and Post-Exam Reflection and Performance Concern (PERPC) as key factors, with PEFRA exerting the strongest influence on academic performance (based on structural equation modelling). Hierarchical and K-Means Cluster Analyses revealed two groups: <strong>High Anxiety Strugglers</strong> (high PEFRA, extremely high PERPC, lower performance, predominantly female, and mostly in Management programmes) and <strong>Low Anxiety Achievers</strong> (low PEFRA, moderate PERPC, higher performance, mostly male and in Accounting programmes). While respondents aged 23–24 years were present in both clusters, age was not a strongly distinguishing characteristic. Interventions should prioritise reducing PEFRA through anxiety management workshops, time management training, and practice exams. Tailored strategies for high-anxiety students, particularly in management programmes in developing contexts, could enhance academic success and retention in business studies.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101162"},"PeriodicalIF":6.0,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Entrepreneurial motivational profiles among university students: The role of universities in fostering entrepreneurship","authors":"Laura Vall-llosera Casanovas,&nbsp;Gemma Renart-Vicens,&nbsp;Laura Serra,&nbsp;Carme Saurina","doi":"10.1016/j.ijme.2025.101160","DOIUrl":"10.1016/j.ijme.2025.101160","url":null,"abstract":"<div><div>In an increasingly globalized world, local and sustainable entrepreneurial initiatives are gaining importance as factors in local economic and social development. If education plays an essential role in students' entrepreneurial motivations, universities need to take an active role in entrepreneurial education and become examples of how to implement sustainable territorial actions. With data from the 2021 Global University Entrepreneurial Spirit Students’ Survey in Spain, we selected 1694 university students who were carrying out their own entrepreneurial projects. Using a Component Principal Analysis and Cluster analysis, we classified these students into three entrepreneurial motivation groups and then characterised them through a descriptive univariate and bivariate inferential analysis with sociodemographic variables and with two indexes measuring university and environmental influence. Knowing the motivational profiles of university students, the entrepreneurial developers of the future, can help university researchers evaluate strategies and educational programs aimed at promoting entrepreneurial behaviour.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101160"},"PeriodicalIF":6.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of social responsibility in shaping quality assurance practices in accounting education","authors":"Seedwell T.M. Sithole ,&nbsp;Syed Fahad Ashraf ,&nbsp;Trevor David Wilmshurst ,&nbsp;Claire Horner","doi":"10.1016/j.ijme.2025.101155","DOIUrl":"10.1016/j.ijme.2025.101155","url":null,"abstract":"<div><div>Social and ethical dimensions of business practices are under heightened scrutiny in today's world and have raised increasing interest and demands for action by accounting professionals in providing relevant information to stakeholders. This increased concern has implications for Accounting Education and content within curricula. This study investigates the influence of social responsibility on the quality assurance practices within accounting education at Australian business schools through the lens of Legitimacy Theory. It reports on a questionnaire of 132 academic staff and interviews with 16 academic staff from AACSB accredited and non-accredited accounting schools. The qualitative data were analysed through a three-stage process involving data reduction, display, and interpretation, where key themes and codes emerged inductively from interview transcripts. Quantitative data were analysed using independent <em>t</em>-tests and descriptive statistics to compare groups, with results summarised in tables to identify relationships. The findings reveal that social responsibility is a significant driver in the development and implementation of quality assurance frameworks. These frameworks not only enhance educational outcomes but also align with broader societal expectations and ethical standards, contributing to the legitimacy of educational institutions. Implications for educators highlight the need for a holistic quality assurance approach that integrates social responsibility to maintain legitimacy.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101155"},"PeriodicalIF":6.0,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultivating digital entrepreneurs: Unravelling factors shaping digital entrepreneurship intention among engineering students in higher education","authors":"Ganefri ,&nbsp;Waras ,&nbsp;Bambang Trisno ,&nbsp;Norazah Mohd Nordin ,&nbsp;Hendra Hidayat ,&nbsp;Yuni Rahmawati ,&nbsp;Nurhidayatulloh","doi":"10.1016/j.ijme.2024.101100","DOIUrl":"10.1016/j.ijme.2024.101100","url":null,"abstract":"<div><div>This study explores the impact of digital literacy, entrepreneurial mindset, digital entrepreneur attitudes, and perceived behavioral control on individuals' intentions to pursue digital entrepreneurship. Moreover, it elucidates the potential impact of perceived behavioral control as a moderator on variables that influence digital entrepreneurial intention. This study centers on the higher education landscape in Indonesia, with a particular emphasis on Universitas Negeri Padang. The data collected from the sample of 410 participants who satisfied the validity criteria were subsequently analyzed using partial least squares structural equation modeling as the research model. The study's findings indicate that the entrepreneurial mindset has a positive impact on both the attitude of digital entrepreneurs and their locus of control. Enhancing digital literacy enhances the mindset, attitudes, and intentions of entrepreneurs. Moreover, the attitudes of digital entrepreneurs have a positive impact on their sense of control and their intention to take action. The locus of power has no impact on individuals' future intentions to transition into digital enterprises. Unexpectedly, the moderator's ability to regulate behavior does not affect the engineering students' proficiency in digital skills, their attitudes toward digital entrepreneurs, or their perception of control over their digital entrepreneurship plans. The study further demonstrates the utility of understanding the impact of digital literacy on students' perspectives, cognitive processes, and entrepreneurial decisions. This study has significant academic and practical implications for individuals seeking to establish their digital enterprises.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101100"},"PeriodicalIF":6.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143552402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How do the role of digital connectivity capabilities and heuristic thinking skills shape the development of digital marketing competency in Gen Z marketing students?","authors":"Jintanee Ru-Zhue ,&nbsp;Narinthon Imjai ,&nbsp;Tanakrit Yordudom ,&nbsp;Jiraporn Kongrode ,&nbsp;Sumiati Sumiati ,&nbsp;Somnuk Aujirapongpan","doi":"10.1016/j.ijme.2025.101157","DOIUrl":"10.1016/j.ijme.2025.101157","url":null,"abstract":"<div><div>This study aims to examine the impact of Digital Literacy (DL), Digital Connectivity Capability (DC), and Heuristic Thinking Skills (HTS) on Digital Marketing Competency (DMC) with the objective of understanding the factors influencing digital marketing competency among Generation Z marketing students in Thailand. The research employs a quantitative approach, collecting data from 384 participants through an online survey. Structural Equation Modeling (SEM) analysis reveals that DL and DC have both direct and indirect effects on DMC, with HTS serving as a crucial mediating variable. Additionally, DL demonstrates the strongest influence on DMC by enhancing problem-solving skills, while DC significantly contributes to effective digital connectivity and technology utilization. The findings underscore the pivotal roles of DL and DC as foundational factors for developing digital marketing competency, with HTS facilitating quick and effective decision-making in complex and dynamic contexts. These insights suggest that educational curricula and training programs in the digital era should integrate these three skills to prepare Generation Z students for the challenges of the digital labor market. This study holds value both academically and practically, providing recommendations for enhancing students' potential and fostering strategic capabilities in today's highly competitive market.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101157"},"PeriodicalIF":6.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143552403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of entrepreneurial education on key entrepreneurial competencies: A systematic review of learning strategies and tools","authors":"Erika Branca ,&nbsp;Johanna Vanderstraeten ,&nbsp;Hendrik Slabbinck ,&nbsp;Isabo Maria R. Maes","doi":"10.1016/j.ijme.2025.101144","DOIUrl":"10.1016/j.ijme.2025.101144","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Purpose&lt;/h3&gt;&lt;div&gt;Entrepreneurial Education (EE) plays a crucial role in shaping the next generation of entrepreneurs by equipping students with the necessary competencies to navigate an increasingly complex and uncertain economic landscape. This research examines how EE fosters essential entrepreneurial qualities - self-efficacy, creativity, risk-taking, and innovativeness - that are central to entrepreneurial success and broader economic growth. By anchoring our investigation in the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), we align with global efforts to enhance education's role in fostering responsible economic development. Furthermore, our work contributes to the Principles for Responsible Management Education (PRME) by advancing curriculum transformation, skill enhancement, and practical applicability, ultimately shaping educational approaches that support sustainable economic and social progress.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;&lt;div&gt;Anchored in Human Capital Theory, this study employs a Systematic Literature Review (SLR) with a confirmatory scope, which systematically synthesizes empirical research on EE. By categorizing key learning approaches, interventions, and tools, the study identifies those that have demonstrated effectiveness in fostering self-efficacy, creativity, risk-taking, and innovativeness. The review follows a two-phase process: the first phase scopes the most frequently examined entrepreneurial competencies in EE, identifying the entrepreneurial drivers that serve as desired learning outcomes. The second phase systematically examines educational strategies and curriculum designs that enhance these competencies, employing established criteria for screening and selecting relevant studies to ensure comprehensiveness and objectivity.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Findings&lt;/h3&gt;&lt;div&gt;The research highlights the identification of four primary entrepreneurial drivers: self-efficacy, creativity, risk-taking, and innovativeness, as central to our study. By examining traditional, experiential, and active learning strategies - each linked with distinct educational interventions and tools - we illuminate their varied impacts on these entrepreneurial qualities. Our findings indicate that traditional learning methods provide a strong foundational basis for self-efficacy, yet are comparatively less effective in fostering creativity and innovativeness. In contrast, experiential and active learning approaches prove highly effective in nurturing a broader set of entrepreneurial qualities. Notably, when these methodologies are combined, they demonstrate enhanced effectiveness in cultivating creativity, innovativeness, and risk-taking propensity, underscoring the value of a multifaceted educational approach in nurturing entrepreneurial competencies.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Originality/value&lt;/h3&gt;&lt;div&gt;By highlighting the interplay between diverse educati","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101144"},"PeriodicalIF":6.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143552440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the interaction between artificial intelligence literacy and individual entrepreneurial orientation in teacher candidates: The mediating role of sustainable development","authors":"Ebru Polat ,&nbsp;Muhammed Zincirli ,&nbsp;Erdal Zengin","doi":"10.1016/j.ijme.2025.101156","DOIUrl":"10.1016/j.ijme.2025.101156","url":null,"abstract":"<div><div>This study investigates the effect of artificial intelligence literacy on individual entrepreneurial orientation through sustainable development behaviors using structural equation modeling. Conducted with pre-service teachers, the research utilized artificial intelligence literacy, sustainable development behavior, and individual entrepreneurship orientation scales. Data analysis involved structural equation modeling and bootstrap methods. Results indicated that artificial intelligence literacy positively influenced both sustainable development behaviors and individual entrepreneurial orientation. A moderate positive correlation was found between artificial intelligence literacy and sustainable development behaviors (r = 0.41, p &lt; .01) and individual entrepreneurship orientation (r = 0.39, p &lt; .01). Additionally, sustainable development behaviors had a significant effect on individual entrepreneurial orientation (β = 0.426, p &lt; .000). The structural equation model exhibited good fit indices, and the total effect of artificial intelligence literacy on individual entrepreneurial orientation was positive and significant (β = 0.433, p &lt; .000). Together, artificial intelligence literacy and sustainable development behaviors explained 33% of individual entrepreneurial orientation. This study introduced a specific pedagogical innovation by integrating artificial intelligence literacy into teacher training, which aimed to develop critical skills essential for entrepreneurial orientation and sustainable development. By emphasizing the mediating role of sustainable development behaviors, the study highlighted its contribution to advancing responsible management and sustainability in education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101156"},"PeriodicalIF":6.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143552439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovations in the case method of teaching management, 2000–2024: A scoping review","authors":"Fengli Mu ,&nbsp;James Hatch","doi":"10.1016/j.ijme.2025.101150","DOIUrl":"10.1016/j.ijme.2025.101150","url":null,"abstract":"<div><div>Beginning in the Harvard Business School over 100 years ago, the case method of training management students is now widely used throughout the world. While retaining its core philosophy the original version of the case method has been modified repeatedly. This has been necessitated due to the challenges of implementing the method in a variety of contexts; especially the changing nature of the student body, and advances in technology. The purpose of this paper is to review in one place the more recent innovations in the case method of teaching in business schools and the motivation for these innovations as found in the academic literature since the dawn of the 21st century. We also speculate on some of the teaching innovations we can anticipate in future.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101150"},"PeriodicalIF":6.0,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143529553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sustainability science in management education: Cognitive and affective sustainability learning in an MBA course","authors":"Christopher A. Craig,&nbsp;Ismail Karabas","doi":"10.1016/j.ijme.2025.101153","DOIUrl":"10.1016/j.ijme.2025.101153","url":null,"abstract":"<div><div>Sustainability science is the interdisciplinary study of sustainability that embodies natural sciences, social sciences, and that is actionable in practice. We crafted and deployed an MBA course that integrated natural and social sciences based on two systems of instructional design: the ADDIE conceptual model and Bloom's revised taxonomy. The progression to higher levels of the taxonomy targets higher-level critical thinking skill acquisition. Sequencing of instructional design was informed by construal level theory (CLT), which posits localized sustainability stimuli are more concretely understood and actionable than distant stimuli. Using a quasi-experimental design, evaluation results indicate that treatment students significantly improved on the cognitive and affective measures of sustainability learning from pre-to post-tests. To assist with curricular adaptation, course-/module-level learning objectives, assignment descriptions, and discussion questions are provided. The study is pedagogically innovative, as the first known to integrate sustainability science to target student cognitive and affective learning about sustainability. Findings suggest the CLT can be utilized to sequence sustainability content from abstract and distant to concrete and local. Research has linked this localized understanding to managerial agency to responsibly respond. The study also provides a robust and replicable research design, including measures for assessing cognitive and affective sustainability learning.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101153"},"PeriodicalIF":6.0,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143488063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Explanatory model of the attitudinal process towards entrepreneurship: A systematic literature review approach","authors":"Coronel-Santos Maday Alicia ,&nbsp;Ruiz-Ramirez Jessica Alejandra ,&nbsp;Rodríguez-Macías Juan Carlos ,&nbsp;Glasserman-Morales Leonardo David","doi":"10.1016/j.ijme.2025.101152","DOIUrl":"10.1016/j.ijme.2025.101152","url":null,"abstract":"<div><div>Entrepreneurship is recognized for its positive influence on the economic and social development of a country. As a result, there is a concerted effort to nurture it among the youth through entrepreneurship education. While education is acknowledged for its role in imparting knowledge and skills, it has been determined that its pivotal role lies in shaping attitudes towards entrepreneurship. This is with the hope of molding students who are predisposed to becoming entrepreneurs. Considering the significance of attitudes within entrepreneurship education, the primary theoretical models focusing on attitude and intention towards behavior were reviewed. From this review, a general model depicting the attitudinal process towards a particular behavior was derived. This model then served as a foundational guide for a Systematic Literature Analysis of 186 articles that were published during January 2015–May 2023. The primary objective of this analysis was to propose an Explanatory Model of the Attitudinal Process towards Entrepreneurship, aiming to augment the study of entrepreneurial spirit. In this study, a qualitative approach, underscored by a Grounded Theory design, was employed. This method facilitated the categorization of terms in line with the primary categories identified within the general model. The findings, derived from various authors, elucidated the principal emotional, cognitive, physiological, and behavioral responses. By these findings, insight is provided into the journey a student undergoes, developing either a positive or negative attitude towards entrepreneurship, thereby either strengthening or weakening their entrepreneurial spirit.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101152"},"PeriodicalIF":6.0,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143488062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}